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in
MAPEH
TEACHER MARGIELYN T. MARTE LEARNING AREA MUSIC
B. Performance Standard The Learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
and style.
1
III. LEARNING RESOURCES
A. REFERENCES
www.youtube.com./watch?v=GvWkHsfXFGQ
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous The teacher will play a The teacher will ask The teacher will The teacher will ask
Lesson Or Presenting New music video as an question: play a music video question:
Lessons example of modern as an example of
Indian music “JAIHO” Who can relate the music of music of Israel Who can relate the
then ask students the India to its geography and “HEBREW” then music of Israel to its
following questions: culture? ask students the geography and
* Who can guess the ( 5 min) following culture?
nationality of the singer? questions: ( 5 min)
* How will you describe * Who can guess
the music video? the nationality of
( See attached CD) the singer?
( 10 min) * How will you
describe the music
2
video?
( 5 min)
B. Establishing A Purpose The teacher will play The teacher will
For The Lesson music of India used in play music of Israel
particular events such as used in events
weddings such as
courtships weddings
religions courtships
festivals victories
national anthem festivals
national
Let the students guess anthem
the song and the event Let the students
where it is used. guess the song and
(10 min) the event where it
is used.
( 10 min)
C. Presenting Examples / The teacher will post The teacher will
Instances Of The New pictures of particular post pictures of
Lesson events then he/she play particular events
music of India. Let the then he/she will
students guess in what play music videos
event is the music used of Israel. Let the
by picking pictures students guess in
posted by the teacher. what event is the
Ask students to analyze music used by
the music according to picking pictures
pitch, rhythm, expression posted by the
and style. teacher. The
(15 min) teacher will then
ask the students to
analyze the music
according to pitch,
rhythm, expression
and style.
(15 min)
3
D. Discussing New Concepts The teacher will play The teacher will
And Practicing New Skills different kinds of music play different kinds
#1 in India then he/she will of music in Israel
discuss the musical then he/she will
elements of each music discuss the musical
and the relationship of elements of each
music to their culture and music and the
historical background of relationship of
India. music to their
(25 min) culture and
historical
background of
Israel.
( See attached CD) (25 min)
G. Finding Practical The teacher will play a music The teacher will play
4
Applications Of The video with lyrics of a famous a music video with
Concepts And Skills In song in India lyrics of a famous
Daily Living “ Hymm to Shiva Tandava song in Israel
stotra.” Let the students “ Zum Gali Gali.” Let
sing songs of India then ask the students sing
them how they reacted/felt songs of Israel then
when they were singing the ask students how they
Indian song. Let them reacted/felt while
explain how music of India singing the song. Let
has influenced its geography students explain how
and culture. music of Israel has
influenced its
(10 min) geography and
culture.
(10 min)
H. Making Generalizations The teacher will ask the The teacher will ask
And Abstractions About following questions: the following
The Lesson questions:
What is the What is the
importance of music importance of
of India in terms of music of Israel in
their historical and terms of their
cultural background? historical and
cultural
Are musical elements background?
important to the
music of India? Are musical
(10 min) elements
important to the
music of Israel?
(10 min)
I. Evaluating Learning The teacher will play five The teacher will play
varieties of music of India five varieties of music
then let the students write of Israel then let the
down the particular events students write down
such as wedding, courtship, the particular events
5
religions, festivals and such as wedding,
national anthem then identify courtship, religions,
the elements of the music. festivals and national
(15 min) anthem then identify
the elements of each
music.
(15 min)
J. Additional Activities For The teacher will play The teacher will play
Application And different kinds of music of different kinds of
Remediation India then the students will music of Israel then
analyze the musical elements the students will
of the selected songs. analyze the musical
elements of the
( 5 min) selected songs.
( 5 min)
V. REMARKS
VI.REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
6
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
7
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MAPEH
TEACHER MARGIELYN T. MARTE LEARNING AREA MUSIC
I. OBJECTIVES
The learner demonstrates an understanding of common and distinct musical characteristics of South Asia
A. Content Standard
and the Middle East.
The learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
B. Performance Standard
and style.
The learner…
explores ways of producing sounds on a variety of sources that would simulate instruments being
studied
(MU8WS-IIIch-5)
C. Learning Competencies/ improvises simple accompaniment to selected South Asia and the Middle East music
Objectives (MU8WS-IIIbh-6)
performs on available instruments from South Asia and Middle East
(MU8WS-IIIbh-7)
evaluates music and music performances applying knowledge of musical elements and style
(MU8WS-IIIch-8)
A. Music of India
Traditional instruments (idiophones, aerophones, membranophones, and chordophones) ;
Instrumental pieces (solo and ensemble);
II. CONTENTS Folksongs and ritual music
B. Music of Israel
Traditional instruments (idiophones, aerophones, membranophones, and chordophones);
Instrumental pieces (solo and ensemble);
Folksongs and ritual music
III. LEARNING RESOURCES
A. REFERENCES
8
1. Teacher’s Guide pages pp.112-114 pp.112-114 pp. 119-122 pp.119-122
2. Learner’s Materials pages pp. 113-117 pp. 113-117 pp. 128-129 pp.128-129
*Edukasyong Pangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999. pp.296-297
3. Textbook pages Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et. al, (2013) The 21st century MAPEH in action.
Rex Bookstore 856 Nicanor Reyes, Sr. St., 54 – 57, 66 - 72
Agapay, Nonabelle C. MAPEH: Making us fully equipped in the 21st century III. 2006, 4-10
4. Additional Materials from
Learning Resources (LR)
https://www.teachervision.com/tv/printables/1565450973_268_270.pdf
portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
The teacher will ask The teacher will ask The teacher will ask The teacher will ask
learners to use a venn learners to give the learners to relate the learners to give the
A. Reviewing Previous diagram to differentiate classification of musical instruments of India classification of musical
Lesson or Presenting The and contrast the musical instruments in India. to Philippine musical instruments in Israel.
New Lesson elements of the music of ( 10 min) instruments. ( 10 min)
India and Israel.
( 10 min)
Name it: Name it :
The teacher will show The teacher will show
pictures and post the pictures and post the
names of the musical names of the musical
instruments of India then instruments of Israel
let the learners match then let the learners
the names of the match the name of
B. Establishing A Purpose For following instruments. the following
The Lesson After naming the picture instruments. After
of instruments, ask naming the picture of
learners to determine the instruments, ask
classification of the learners to determine
musical instruments of the classification of
India according to musical instruments
idiophones, aerophones, from Israel according
membranophones, or to idiophones,
9
chordophones). aerophones,
(10 min) membranophones,
and chordophones)
(10 min)
The teacher will play The teacher will play
carnatic, hindustani, and the vocal music of
talathen music. Let the Israel. Let the learners
C. Presenting Examples/ learners identify the
identify the
Instances Of The New classification of the
musical instruments classification of the
Lesson
used. musical instruments
(15 min) used.
(15 min)
Teacher will discuss the Teacher will discuss
characteristics of vocal music and
traditional music, Tala musical instruments of
and classification of Israel through a
musical instruments from PowerPoint
India through a presentation.
PowerPoint presentation. (20 minutes)
VI. REFLECTIONS
A. No. Of Learners Who
Earned 80% In The
Evaluation.
B. No. Of Learners Who
Require Additional Activities
For Remediation Who
Scored Below 80%
C. Did The Remedial Lessons
Work?
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Teaching
Strategies Worked Well?
Why Did These Work?
12
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor Can
Help Me Solve?
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I Wish
To Share With Other
Teachers?
13
Daily Lesson Log SCHOOL CALAMBA INTEGRATED SCHOOL GRADE LEVEL 8
in
MAPEH
TEACHER MARGIELYN T. MARTE LEARNING AREA ARTS
C. Learning The learner will be able to The learner… The learner… The learner…
Competency/Objectives analyze elements and will identify will be able create will be able to identify
principles of art in the characteristics of arts arts and crafts that characteristics of arts and
production of arts and crafts and crafts in India can be locally crafts in Pakistan (truck art)
inspired by the cultures of (rangoli, katak, assembled with local (A8EL-IIIa-2)
South Asia, West Asia, and mendhi, Diwali materials, guided by will be able to show the
Central Asia (A8EL-IIIa-2) local traditional commonalities and
(A8EL-IIIb-1) will be able to reflect techniques. differences of the cultures
on and derive the (A8PR-IIIc-e-1) of the South Asian, West
mood, idea or The learner will be Asian, and Central Asian
message from able to incorporate countries in relation to
selected artifacts and the design, form, Philippine culture
art objects and spirit of South, (A8PR-IIIh-4)
(A8PL-IIIh-1) West, and Central
will be able to trace Asian artifacts and
the external (foreign) objects to one’s
and internal creation (A8PL-IIIh-
(indigenous) 3)
14
influences that are The learner will be
reflected in the design able to appreciates
of an artwork and in the artifacts and art
the making of a craft objects in terms of
their utilization and
The learners will be their distinct use of
able to derive art elements and
elements from principles
traditions/history of a (A8PL-IIIh-2)
community for one’s
artwork
(A8PR-IIIf-2)
II. CONTENTS ARTS OF SOUTH, WEST, ARTS OF SOUTH ASIA RANGOLI AND DIWALI PAKISTANI, UZBEKISTAN,
AND CENTRAL ASIA (INDIA) MOBILE KAZAKHSTAN, TAJIKISTAN
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pp. 273-278 pp.274-277 pp. 279-281 pp. 282-283
2. Learner’s Materials pages pp. 304-314 pp.304-307 pp.304-307 pp. 309-311
3. Textbook pages MAPEH for A Better You
4. Additional Materials from OHSP Arts Module Q2 pp.13
Learning Resource
(LR)portal
B. OTHER LEARNING http://www.slideshare.net/teacherjo19/south-central-west-asian-arts?qid=a0e232e8-e82c-4624-81ce-
RESOURCES a18064932e21&v=&b=&from_search=4
https://www.youtube.com/watch?v=HrrW3rO51ak
https://www.youtube.com/watch?v=VCLPeU83uq8
https://www.youtube.com/watch?v=LRidecgLnqc
https://www.youtube.com/watch?v=G7k0sWVhcrI
IV. PROCEDURES
A. Reviewing Previous Lesson The teacher will present the The learners will recall the Ask the learners: Ask the learners to tell
or Presenting The New map of Asia and ask the artworks in South, West What are the major something about Rangoli and
15
Lesson students to locate the and Central Asia. Let contributions of India in Diwali-Festival of Lights.
following countries: them enumerate the the field of art? (5 min)
India, Pakistani, Uzbekistan, elements and principles of (5 min)
Kazakhstan, Tajikistan, art used in each artwork.
Turkey, and Kyrgystan. (5 min)
(5 min)
B. Establishing A Purpose For MINUTE TO WIN IT POP-UP MINDS PICTURE PUZZLE PINOY JEEPNEY vs.
The Lesson PAKISTANI TRUCK
The teacher will divide the Ask the learners to think Ask the learners to
class into four groups. Post of a word/s that you may assemble the pictures of Present in class a Pinoy
some examples of arts and associate with INDIA. Rangoli and Diwali by jeepney and Pakistani Truck.
crafts in South, West and (5 min) swapping the pieces of Ask the students to compare
Central Asia and match each puzzle until they form the Pinoy jeep with Pakistani
picture to its country of the image. truck art in terms of color,
origin. (7 min) design, forms, and shapes.
16
D. Discussing New Concepts Using the pictures from the The teacher will discuss The teacher will discuss Based on the previous activity,
And Practicing New Skills previous activity and with the the different periods of the procedures on how the teacher will lead the
#1 same group, the learners Indian art featuring its to make a Rangoli and discussion through a
will answer the following contributions to World art Diwali Mobile. PowerPoint presentation the
questions: and festivals (refer to LM pp. 315- identified arts and crafts in
What elements of arts Ancient Period 316) Central Asia.
are used in each art Classical Period (15 min)
work? Mogul Period The students will watch
Analyze the different (see attached a video presentation
principles of design presentation) showing different
used in each artwork? (15 min) designs of rangoli
(15 min) https://www.youtube.co
m/watch?v=LRidecgLnq
c
(8 min)
E. Discussing New Concepts
And Practicing New Skills The learners will read the
#2 text regarding Diwali-
Festival of Lights (LM pp.
306) afterwards, ask the
students to watch a video
presentation about Diwali-
Festival of Lights.
https://www.youtube.com
/watch?v=HrrW3rO51ak
When is Diwali-
Festival of Lights
celebrated?
Enumerate the
preparations of
Indians before the
Festival of Lights.
17
(10 min)
F. Developing Mastery Ask the learners with their The learners will identify Ask learners to create an ACTIVITY 3: VIDEO
(Leads To Formative group. The teachers will give the major contribution of art work incorporating PRESENTATION – TRUCK
Assessment 3) them another set of artwork art in each period. design form. ART
to each group. Let them (See attached activity) ACTIVITY 1: Rangoli Uploaded by
analyze the elements and (5 min) Art journeymanpictures
principles of arts present in http://www.youtube.com/watc
each artwork. h?v=4EhNAib0b6Q
(10 min) ACTIVITY 2: DIWALI Guide Questions
MOBILE Describe the unique
(25 min) lines, color, forms, and
shapes found in
Pakistan’s truck art.
Give your impressions
on how Pakistanis use
the elements of arts in
their artwork.
(10 min)
G. Finding Practical Ask the learners to give EXPRESS YOURSELF: Let the learners Ask the learners to design their
Application Of Concepts examples of crafts, enumerate the style and own version of Pinoy jeep.
And Skills In Daily Living architectures, sculptures and What Philippine technique they have (5 min)
celebration is similar learned from the activity
everyday objects that have
to India’s? that they can use in
the similar style in our What practices in doing an artwork?
country. the Philippines are (4 min)
similar to India’s
(5 min) Festivals of Light?
(5 min)
H. Making Generalizations Unique lines, forms, shapes, What are the major The teacher will ask the
And Abstractions About colors, motifs and designs contributions of India to Ask the learners: following questions:
The Lesson are manifested in the art of the field of arts? What makes the arts of What are the
India, Central Asia, and West Cite the Characteristics of South Asia– India characteristics of
Asia. each artwork. unique? Pakistan Arts?
(5 min) (5min) (4 min) Compare Pinoy jeep
18
with Pakistani truck art
I. Evaluating Learning Identify the principles of art Quiz 1-5 The performance of the in terms of color,
used in each artwork. (see (5min) learners will be design, forms and
attached worksheet) evaluated based on shapes.
(5 min) rubrics. (See attached (5 min)
rubrics) Quiz 1-5
Note: (5 min)
Apply different design
patterns:
- Repeated - Radial
pattern
J. Assignment Ask the learners to bring The learners will be asked to
art materials to be used in make an improvised Pakistani
art activity for the next truck using recyclable materials
day. (Rangoli and Diwali (old folders, colored papers
Mobile) etc.)
Note: The teacher will show
his/her handmade Pakistani
Truck.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional
Activities For Remediation
Who Scored Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up With
The Lesson
20
Daily Lesson Log in SCHOOL CALAMBA INTEGRATED SCHOOL GRADE LEVEL 8
MAPEH TEACHER
TEACHING DATE AND
MARGIELYN T. MARTE
WEEK 2
LEARNING AREA
QUARTER
ARTS
3RD QUARTER
TIME
21
inspired crafts in an
organized manner
(7 min)
G. Finding Practical Application Cite various crafts in the The Learners will do the The teacher will ask the With the same group, ask
Of Concepts And Skills In Philippines which are activity 6: Border Design it. Learners to do activity 5 the Learners to create an
Daily Living similar to arts in West (30 min) (Clay pot designing) art exhibit using their own
Asia. creatively and clearly artworks focusing on
(5 min) see the pattern of South, Central and West
South, Central, and Asian Arts.
West Asian Culture. Note: The students will
(refer to page 321-322) make a short description
(40 min) for each artwork
The teacher will assign one
representative per group
to explain their art exhibit.
(25 min)
H. Making Generalizations And The teachers will ask Ask the Learners: What did you learn about
Abstractions About The Learners to give What values South, West, and Central
Lesson characteristics of West should you Asian Arts?
Asian arts. possess in order What did you feel while
(5 min) to create quality doing the activities?
outputs? (5 min)
How West Asian
arts relate to
yourself and in
the community?
(5 min)
I. Evaluating Learning Quiz 1-5 (see The performance of the Learners’ art exhibit will be
24
attachment) students will be evaluated by the use of
(5 min) evaluated by the use of rubrics.
rubrics.
J. Assignment
II. REMARKS
III. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional Activities
For Remediation Who
Scored Below 80%
C. Did The Remedial Lessons
Work? No. of Learners Who
Have Caught Up With The
Lesson
D. No. of Learners Who
Continue To Require
Remediation
E. Which Of My Teaching
Strategies Worked Well?
Why Did These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor Can
Help Me Solve?
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I Wish
To Share With Other
Teachers?
25
Daily Lesson Log in SCHOOL CALAMBA INTEGRATED SCHOOL GRADE LEVEL 8
MAPEH TEACHER
TEACHING DATE AND
MARGIELYN T. MARTE
WEEK 1
LEARNING AREA
QUARTER
HEALTH
3RD QUARTER
TIME
26
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG Q3 page 6 – 8. 48 – 50
2. Learner’s Material pages LM pages 152 – 156, 193 – 194, 338 – 340, 338 - 340
Lopez L. P. & Beldia, M. D., et al. Physical education, health and music IV., 123 – 124.
3. Textbook pages
Ang respiratory system. A&E. NFE Accreditation and Equivalency Learning Material. DepEd. 2001, 18,21.
4. Additional Materials
from Learning Resource
(LR) portal
Getchell &Pippin. Perspectives on Health. 545, 553 – 557
IV. PROCEDURES
Answer the Pre- Ask learners to recall
Group Activity:
Assessment attached. their experiences on
The pre-assessment will communicable
Ask 1 representative from
measure the students’ diseases. How did
each group to list down
prior knowledge on how you acquire it?
their top 10 deadliest
disease develop and
diseases in the Philippines.
spread in a population. Ask few learners to
(5 min) volunteer to share
A. Reviewing Previous Let the learner write down
with the class.
Lesson or Presenting New their list on a meta-strip.
See attachment (15 min)
Lessons Cross out the diseases that
(Activity 1)
were not included on the
Top 10 leading causes of
Guide Questions:
morbidity and mortality in
What have you
the Philippines. Discuss the
realized from
nature of the following
your answers?
causes.
Do you experience
(5 mins)
your answers in
27
real life?
31
Research on a video Ask the students to watch The teacher will divide
about the current video on the link: the class into five (5)
J. Additional Activities For communicable diseases. https://www.youtube.com/ groups for a poster
Application And watch?v=Dno8Vy1xskc making activity
Remediation focusing on how we
communicable disease
prevention.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. of Learners
Who Have Caught Up
With The Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
32
Daily Lesson Log SCHOOL CALAMBA INTEGRATED SCHOOL GRADE LEVEL 8
in
MAPEH
TEACHER MARGIELYN T. MARTE LEARNING AREA HEALTH
33
Meningococcemi
a
Foot and Mouth
Disease
Avian influenza
AH1N1 Influenza
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG Q3 20 – 21
2. Learner’s Material pages LM page 32 – 36
21st Century MAPEH in Action 8 page 350 – 351, 355 – 356
3. Textbook pages
Agapay, N. MAPEH : making us fully equipped in the 21st Century III. 258 – 259.
4. Additional Materials from
Learning Resource (LR)
portal
Getchell &Pippin. Perspectives on Health. 575
http://www.doh.gov.ph/emerging-and-re-emerging-infectious-disease-program
B. OTHER LEARNING
http://pcw.gov.ph/law/republic-act-8504
REFERENCES
http://www.gov.ph/2016/04/26/republic-act-no-10767/
http://www.gov.ph/2016/03/03/republic-act-no-10747/
http://www.doh.gov.ph/node/4410
IV. PROCEDURES
Group Activity: The teacher will ask The teacher will show a
learners to answer the video clip presentation.
Use the K-W-L Chart: following questions: https://www.youtube.co
Review the previous
Leptospirosis How can I m/watch?v=1ZJbML2hf
lesson on the programs
Severe Acute protect myself m4
A. Reviewing Previous and guidelines of the
Respiratory from
Lesson or Presenting New government on
Syndrome communicable After the viewing, the
Lessons communicable
(SARS) diseases? teacher will ask the
diseases.
Chikungunya Am I protecting following questions:
(5 min)
Meningococcemia myself from What was the
Foot and Mouth communicable video about?
Disease diseases?
34
Avian influenza (5 min) Are you familiar
AH1N1 Influenza with TB-DOTS?
(5 min) Do you know
someone who
underwent this
program?
Did he/she
recover from TB?
(5 min)
The teacher will let the The teacher will ask
The teacher will post a
The teacher will show a learners view of the learners to identify the
News Headline about
video clip on the link: Pictures of persons with meaning and
emerging diseases.
https://www.youtube.co communicable diseases duties/responsibility of
Ask the learners the
m/watch?v=xA6xn4WJP like: the following acronym:
following questions:
FQ Tubercolosis DepEd
What was the
AIDS/HIV PNP
B. Establishing A Purpose For news all about?
and will ask the Sexually BFP
The Lesson Are you familiar
students to give insights Transmitted DILG
with the said
on the message of the Diseases/STD’s (5 min)
disease? Why or
video they watched. Influenza
why not?
(10 i
(10 min)
n and he/she will draw
) insights from the class.
(10 min)
The teacher will ask The teacher will ask The teacher will ask The teacher will show a
learners the following learners the following learners the following video clip presentation
questions: questions: questions: on the link:
What emerging Do you know Do you think the https://www.youtube.c
diseases have how to do self- government om/watch?v=yYooWM
C. Presenting Examples /
you/family monitoring when cares about their mRvEI
Instances of The New
member you do not feel situation? If yes,
Lesson
experienced? well? on what way did and will ask learners
How did you cure What do you do the government the following
these diseases? when you do not address this questions:
After getting feel well? issue? What was the
infected, what did (10 min) Can you give video about?
35
you feel? policies/guideline Who help the
(5 min) s that our man in handling
government his disease?
implements on (15 min)
these issues? Is
it helpful? Why
did you say so?
(10 min)
(see attachment)
(10min)
Group Activity:
The teacher will provide
different news articles on
emerging diseases for
The learners will
the learners to analyze.
prepare a group role The teacher will show a The teacher will show a
They will answer the
playing on how video clip presentation video clip presentation
following:
prevent communicable https://www.youtube.co https://www.youtube.c
What emerging
diseases through self- m/watch?v=yU02etSuN om/watch?v=yU02etSu
disease was
monitoring skills. FU NFU
discussed on the
F. Developing Mastery
article?
(Leads To Formative Evaluate the role After watching the After watching the
What are the
Assessment 3) playing by using the video, the learners will video the learners will
cause and effect
Rubrics attached. give their list down the agencies
of this emerging
(5 min) reaction/opinion about responsible and their
disease on the
the issues on AIDS/HIV. action on the issue on
community?
(5 min) the video.
How did the
(See Attachment) (5 min)
community or the
government
handle the
diseases?
(5 min)
Identify and Analyze.
Based on the learners’
The students will cite Ask the learners to
G. Finding Practical understanding, list down Being part of the
ways on how to prevent read a short story
Applications Of The personal life skills to community, suggest
these emerging and re- about a family who
Concepts And Skills In prevent and control policies/ guidelines in
emerging diseases. suffered from an
Daily Living communicable diseases. preventing diseases.
(5 min) unknown disease and
(5 min)
they will try to seek
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help.
Processing Questions:
What could be
the disease that
the family has
suffered? What
agencies could
help them?
Do you think,
this can happen
in real life
situation?
(5 min)
The teacher will ask
The teacher will lead
learners to reflect on
learners to the Make an emphasis on
the statement of
generalizations of the how the government
Secretary Janette P.
lesson through through different
The learners will state Loreto-Garin on
answering fill-in-the- agencies help in
at least 2 – 3 battling Zika virus.
blank question provided preventing and
significance/importance
H. Making Generalizations below: controlling
of preventing and “Let’s go back to
And Abstractions About communicable diseases.
controlling basics; we always say
The Lesson I will prevent diseases
communicable disease that prevention is
by___________. The teacher will ask to
should be emphasized. better than cure.
I will inform my give their feedback
(5 min) Prevention should start
classmates on how to about the importance of
from our home. Make
prevent these diseases the Law/Policy.
4S a regular habit and
_____________. (5 min)
participate in cleaning
(5 min)
activities initiated in
38
our community.
Kalinisan at kalusugan.
Makiisa sa kalinisan ng
ating komunidad, ang
kalusugan ay
responisibilad ng bawat
isa.”
(5 min)
Quiz :
The teacher will ask the The learners will define
Slogan Making:
learners to identify the the meaning of each
emerging disease based letters of the acronyms
Quiz:
on the given symptoms. of the names of the
(5 mins) The teacher will ask
I. Evaluating Learning (5 min) government agencies
learners to make a
and will discuss their
(See Attachment) slogan on control and
(See Attachment) role in the prevention
prevention of diseases.
of communicable
(5 min)
diseases.
(5 min)
J. Additional Activities For The teacher will write The teacher will ask the
Application And reminders or preventive learners to have a
Remediation measures on the research on local and
spreading of diseases international agencies
on the bulletin board in responsible for
of the class. communicable disease
prevention and control.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. of Learners
39
Who Have Caught Up
With The Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal or Supervisor
Helped Me Solved?
G. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
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